The Relationship Between Perceived Psychological Control Self-Regulation Skills and Academic Motivations of Adolescents

Yıl 2019, , 1 - 10, 26.06.2019

Özgenur Korkın

https://doi.org/10.19148/ijhbs.550200

Öz

International academic literature emphasizes that a person keeps on
developing in his or her psychosocial stages. These developmental stages have
different characteristics like physiological and psychological. Adolescence is
one of these developmental stages and adolescence is a period of heightened
"storm and stress" is reconsidered in light of contemporary research.
Adolescence is a maturation period of sexual and psychosocial. Persons obtains
their autonomy, identity development and social harmony during adolescence
period. Developmental tasks that remain for adolescence also leads to a
changing in variability and balance in the family processes. Besides, parents realize
the idea that their children are growing up. Parents apply many different
parenting behaviors during the growth process of their children. One of these behaviors
is psychological control. Psychological control, that perceived by adolescent,
which is applied by parents, affects adolescent’s many behaviors. The main
purpose of the present study was to investigate the relationships between
perceived psychological control, self-regulation and academic motivation for
adolescent persons. Personal information form for demographics variables,
Psychological Control Scale, Perceived Self-Regulation Scale and Academic
Motivation Scale were used for collecting data. A total of 484 adolescents
participated in this study. Participants are student from 8 different high
school in Aydın. Because of the study we found that perceived psychological
control from parents effected academic motivation.

Anahtar Kelimeler

self regulation, perceived psychological control, academic motivation

Kaynakça

• Akbaba, S. (2006). Motivation in education. Journal of Kazım Karabekir Education Faculty, 13, 343 – 361.
• Arslan, E. (2008). Erikson's psychosocial developmental periods and ego identity processes in adolescents in terms of attachment styles. PhD Thesis. Konya: Selçuk University.
• Arslan, S., & Gelişli, Y. (2015). Development of perceived self-regulation scale: validity and reliability study. Sakarya University Journal of Education, 5(3), 67-74. DOI: http://dx.doi.org/10.19126/suje.91303
• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. New Jersey: Prentice Hall.
• Barber, B.K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296-3319.
• Barber, B.K. & Harmon, E.L. (2002). Violating the Self: Parental Psychological Control of Children and Adolescents. B. K. Barber (Ed.). Intrusive Parenting: How Psychological Control Affects Children and Adolescents (pp. 15–52). Washington, DC: American Psychological Association.
• Baumrind D.(1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-907.
• Boekaerts, M.& Cascallar, E. (2006) How far we moved toward an ıntegration of theory and practice in self-regulation. Educational Psychology Review, 18, 199-210.
• Buruk, P., Şimşek, Ö.F., & Kocayörük, E.(2017). Higher-order traits and happiness in the workplace: the importance of occupational project scale for the evaluation of characteristic adaptations. The Journal of General Psychology. 144(4), 245-263. ISSN: 0022-1309.
• Cüceloğlu, D. (2004). Human and Behavior. İstanbul: Remzi Publishing.
• Çelik-Özden C.(2013). The effects of parental control behaviors on self-regulation skills and emotional problems of adolescents. Master Thesis. Adnan Menderes University Institute of Health Sciences: Aydın.
• Çelikkaya, H. (2010). Introduction to Educational Sciences. Ankara: Nobel Publishing.
• Deci, E.L. (1975). Intrinsic Motivation. New York: Plenum.
• Deci, E.L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Deci, L.E, Koestner, R., & Ryan, M. R. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.
• Deci, E.L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237–288). University of Nebraska: Lincoln.
• Deci, E.L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
• Deci, E.L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological wellbeing across life's domains. Canadian Psychology, 49(1), 14−23.
• Deci, E.L., & Ryan, R.M. (1996). Need satisfaction and the self-regulation of learning. Learning & Individual Differences, 8(3), 165-183.
• Hoyle, R.H. (2010). Personality and self-regulation. R. H. Hoyle (ed.), Handbook of Personality and Self-Regulation, pp.1-18. West Sussex: Blackwell Publishing.
• Kağıtçıbaşı, Ç. (2005). Autonomy and relatedness in cultural context: ımplications for self and family. Journal of Cross-Cultural Psychology. 36 (4), 403-422.
• Koç, M. (2004). Adolescence and general characteristics in terms of developmental psychology. Uludağ University Journal of Social Sciences, 17(2), 231-256.
• Leary, M. & Baumeister, R. (2000). The Nature and Function of Self-Esteem: Sociometer Theory. Academic Press.
• Lin, Y.G., McKeachie, W.J., & Kim, Y.C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13(2003), 251-258. Doi:10.1016/S1041-6080(02)00092-4.
• Mithaug, D.D. (1993). Self-Regulation Theory: How Optimal Adjustment Maximizes Gain. Connecticut, ABD: Praeger Publishers.
• Musaağaoğlu, C & Güre, A. (2005). Relationships between behavioral autonomy and perceived parental attitudes in adolescents. Journal of Turkish Psychology. 20 (55), 79-94.
• Pettit G.S, Laird R.D, Dodge K.A, Bates J.E, & Criss M.M. (2001). Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence. Child Development, 72(2), 583–598.
• Sayıl, M., & Kındap, Y. (2010). Psychological control perceived by parents from adolescents: validity reliability of psychological control scale. Turkish Psychology Articles, 13(25), 62-71.
• Soenens B & Vansteenkiste M.A (2010). Theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory. Developmental Review, 30(1), 74–99.
• Ulutaş, B. (2016). Examination of the change in motivation of chemistry teacher candidates in self-regulated learning environment. PhD Thesis. Gazi University
• Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468–483.
• Woolfolk, A.E. (1998), Educational Psychology, 7th Edition. Boston: Allyn and Bacon.
• Wu, X. (2003). Intrinsic Motivation and Young Language Learners: The Impact Of The Classroom Environment. System. 31(4), 501-517.
• Yazıcı, H. (2008), Motivation. Ankara: Pegem Publishing.
• Yurt, E., & Bozer, E.N. (2015). Adaptation of academic motivation scale into Turkish. Gaziantep University Journal of Social Sciences, 14(3), 669-685.
• Zimmerman, B.J., & Martinez-Pons, M. (1986). Developing a structured interview for assessing student use of self-regulated Learning Strategies. American Educational Research Journal, 23 (4), 614-628.
• Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39) San Diego, CA: Academic Press.